Outcomes of a universal social and emotional learning (SEL) group for facilitating first-grade students’ school adjustment

Psychometric Properties of the School Liking and Avoidance Questionnaire in a Turkish Preschool Sample

“…The EFA and CFA findings, which were conducted to evaluate the construct validity of the scale in Turkish culture, identified two distinct but related factors: school liking and school avoidance. This result is consistent with the original scale and the adaptation studies in different cultures (Honma & Uchiyama, 2014;Ladd et al, 2000;Smith, 2011;Tomada et al, 2005;Vassilopoulos et al, 2018). The relationship between child and teacher reports was examined to evaluate the construct validity of the School Liking and Avoidance Questionnaire subscales.…”

“…In the Italian SLAQ, school liking subscale included 8 items (Cronbach's α = .89) and the school avoidance subscale included 5 items (Cronbach's α = .82) (Tomada, Schneider, de Domini, Greenman, & Fonzi, 2005). In another study with Greek first-grade students (Mage = 77.22 months), Cronbach's alphas for school liking were .84, .86, and .89, for school avoidance were .75, .76 and .79 at pre-, post-, and follow-up assessments respectively (Vassilopoulos, Brouzos, & Koutsianou, 2018). SLAQ was also adapted for Japanese children by Otsui and colleagues but the results could not be reached because the article written in Japanese (cited in Honma & Uchiyama, 2014).…”

Validação do School Liking and Avoidance Questionnaire para a população Portuguesa

“…No que diz respeito à fiabilidade dos instrumentos, quer na versão para crianças quer para pais, obtiveram-se níveis de consistência interna adequados, à semelhança de outros estudos (Nur & Arnas, 2019;Ladd & Dinella, 2009;Tomada et al, 2005;Vassilopoulos et al, 2018).…”

“…O SLAQ foi também estudado em cinco outros países (Grécia, Itália, Turquia, China e Japão) com amostras de crianças em idade pré-escolar (Nur & Arnas, 2019;Tomada et al, 2005), em idade escolar (Vassilopoulos et al, 2018) e adolescentes (Honma & Uchiyama, 2014;Zhang & Eggum-Wilkens, 2018). Os estudos nestes países revelaram níveis adequados de consistência interna da subescala gosto pela escola (α entre .79 e .92) e níveis mais variáveis em relação à escala de evitamento escolar (α entre .68 e .87), bem como uma adequada validade convergente sustentada em correlações com variáveis académicas e sociais (Zhang & Eggum-Wilkens, 2018).…”

Γονεϊκή Σοφία

“…Brouzos et al, 2020. Κούτσιανου, 2015. Vassilopoulos, Brouzos & Koutsianou, 2018 Grolnick et al, 2021.…”